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Digitized by the Internet Archive 
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http://www.archive.org/details/educationalgymnaOOjohn 



EDUCATIONAL 

GYMNASTIC PLAY 

FOR LITTLE FOLKS 



BY 



FANNY L. JOHNSON 



AND 



JENNIE M. COLBY 



** Play is the hi§:hest phase of child development/' 
** Play is the perfect co-ordination of joy and activity/' 



EDUCATIONAL PUBLISHING COMPANY 

BOSTON 
NEW YORK CHICAGO SAN FRANCISCO 







LIBRARY of CONGRESS 
Two CoDies Received 

APR 6 1906 

Copyright Entry 

CLASS XXC, No. 

COPY B. 





Copyrighted 

By educational publishing company 

1906. 



f^eceived fronci 
Copyright Office- 
rs Je'07 



To THE ]\I EMORY 

OF 

BARON NILS POSSE 

AND 

MISS MARY J. GARLAND 

Whose Inspiring Teachings have so Largely Influenced 
Our Work with Little Children, this Small Volume 

IS Affectionately Dedicated 

BY the Authors. 



CONTENTS. ' 



Introduction ...... 

Classification of Exercises 

Commencing Positions, Progressive List of 
Balance Movements, Progressive List of . 
Arm Movements, Progressive List of . 
Trunk Rotations, Progressive List of 
Trunk Sidew ays-flexions, Progressive List of 
Head Movements, Progressive List of 
Jumping, Progressive List of . . . 

Breathing Exercises 



Games 




1. 


Greetings . 


2. 


Six Little Balls 


3. 


Roll Ball . 


4. 


Toss Ball 


5. 


Ball Came 


6. 


Ball and Hoop 


7. 


Ball and Bean Bag Game 


8. 


Bean Bag Game 


9. 


The Bean Bag Race . 


10. 


The Walking Race . 


11. 


The Haymakers 


12. 


The Orchard 


13. 


Flying Birds 


14. 


Feeding the Pigeons 


15. 


Trick Ponies 



Pagit 

7 



11 

15 
27 

4a 

49 
55 
57 
63 

67 
69 
69 
69 
70 
70 

7a 

71 
71 
72 

72 

7a 

73 
73 

74 





CONTENTS 


5 






Page 


16. 


The Farmyard ..... 


75 


17. 


The Toyman's Shop 


75 


18. 


Home Work 


76 


19. 


Did You Ever See a Lassie ? 


76 


20. 


Sharp Eyes ...... 


76 


21. 


What O'clock? ... 


77 


22. 


The Musicians ..... 


77 


23. 


Little Travellers ..... 


77 


24. 


Skipping Play 


78 


25. 


Come Out to Play .... 


78 


26. 


Dancing Play ..... 


79 


Miscellaneous Exercises . . 


81 


Examples of Tables of Exercises 


83 


Reference Books and Articles 


87 


Index to 


Abbreviations . . . . 


88 



INTRODUCTIOIS'. 



A vacancy seems to exist in physical edncution l)etween the play of 
the kindergarten and the regular gymnastic work of the school, and it is 
in the hope that this little book will help to furnish the needed connection 
that it has been prepared by the authors. 

The Swedish system of educational gymnastics, as set forth in 
"Special Kinesiology^" by Baron Nils Posse, forms the basis of our 
work, but Baron Posse's further teaching, concerning exercises for little 
folks, and our own experience, have led us to diverge somewhat from the 
order which he adopts in his progressive lists and to intersperse other 
exercises. 

We present here only those classes of movements that correspond to 
the stage of development through which the child is passing during his 
first two years in the primary school, and have culled from those classes 
the gymnastic exercises best suited to the needs of the little child. With 
the technical name of each movement w^e have furnished a description, 
to aid the uninitiated, and also the name of an animal, object, or action 
which the movement suggests. 

-Little children should forget their bodies while performing physical 
exercises, and to induce this forgetfulness they must have in mind a 
picture of something extraneous to themselves wliich they are Xo repre- 
sent. These representations appeal to the imagination of the little ones 
who are perfectly happy while playing they are ducks, chickens or statues. 
Left to themselves, children will play at being all of tliese things and a 
thousand more, the difference in this directed play being, that the teacher 
has a definite purpose in the selection of movements, the sequence of 
these in the day's lesson, and their progression from one lesson to 
another. 



INTRODUCTION 



Children who have had their early gymnastics in the guise of play enter 
upon the first lessons of formal gymnastics with unusual interest, joy- 
fully recognizing familiar movements under new names. The ease with 
which they perform their exercises in response to their conscious volition 
testifies to the value of their previous physical training. 

The gymnastic movements are arranged here in progressive lists and 
not in set tables of exercises. This has been done in order to allow more 
scope for the originality of the teacher, and to enable her (through the 
play names of the movements) to correlate her gymnastic work with the 
other parts of the school curriculum. It is intended that the teacher 
should arrange her own tables of exercises, taking one or two move- 
ments from each class in the order in which they are presented in the 
following pages. Slow progression should be made from day to day by 
adding one or two new exercises and dropping one or two of the old 
ones. 

Simple marching, with no attempt at technicalities (such as correct 
facing and flanking) ought to find a place somewhere in the lesson. It 
should be used chiefly with music, which must be simple in character 
with well-marked time. 

Running is extremely valuable, but the danger of running on a 
smooth floor without rubber-soled shoes often prevents the use of this 
exercise. Encourage it as far as possible in out-door games, or procure 
the rubber sole. 

Jumping can hardly be kept too simple for the little folks, and the 
*' landing "is the principal thing that should be taught. Jumping from 
heights and over obstacles may easily prove injurious to growing- 
children, therefore progression must be slow and discriminating. 

' ' There can be no doubt whatever as to the great benefit of the 
habit of deep breathing — full inspiration, deep expiration — in ordinary 
life." The arm movements all tend to form this habit by producing 
chest expansion, but if the children make a conscious effort to breathe 
the result is muscular contraction rather than free respiration ; therefore, 
instead of giving the little ones formal breathing exercises we must 
secure the act by asking them to stretch themselves, as part of the play. 



INTRODUCTION 



If the extreme stretch is called for the inspiration is bound to follow. 
(See Commencing Positions, No. 3.) The stretching may be outward or 
upward, in standing or lying position, and this exercise should take place 
in the course of and at the end of the lesson, and the game. 

But in all the exercises let us not forget the " joyousness," which 
Mr. James L- Hughes says " is almost, if not quite, as beneficial as the 
exercise to the health of the children." Free choice may often be given 
to the little folks, and each teacher will find some simple playful way of 
her own to lead the exercises. 

The illustrations are from photographs taken especially for this book. 
It is difficult for little children to maintain a gymnastic attitude long 
enough to secure a perfectly satisfactory photograph, so we do not con- 
sider all of these pictures absolutely correct, but on the whole believe 
them to be fairly representative. 

Our thanks are here offered to those whose spoken or written words 
have been helpful to us in our work. 

With the hope that these few suggestions may induce other teachers 
to aid us in developing this branch of the tree of knowledge, we send 
forth this small book. 

FANNY L. JOHNSON. 
JENNIE M. COLBY. 



EDUCATIONAL GYMNASTIC PLAY 

classificatio:n^ of exercises 



COMMENCING POSITIONS 



Techntcal Name 
OF Movement 



1 

Fund. st. 
pos.* 



D'-scRiPTiON OF Movement 

General Posture. 

1 
Heels together, feet at au angle of about 
sixty degrees, knees straight, hips well 
back, chest forward and up; head erect, 
with chin drawn in; arms and hands 
hanging easily by the sides ; heels touch- 
ing the ground without pressure. 



Animal, Object 

OR Action 

Represented 



1 

{a) Soldier. 
(h) Post. 



Wg. St. pos. 



Arms. 



Place the palms of the hands on the 
hips, tiugers in front, thumbs behind. 
The position shovild be an easy one, the 
hips bearing the whole weight of the 
arm so that there is no elevation of the 
shoulders. 



2 
{a Basket 
handles. 

(b) Birds 
with folded 
wino's. 

(c) Statue 
with folded 



Yd, 



3 

c St. 



po 



3 



Arras straight out sideways from the 
shoulders, palms down, fingers stretched 
but not spread. 



3 



(a) Birds' 
wings sj)read 
(Jj) Statue 
with spread 
wings. 
(c) Bars. 

*An index of these abbreviations will be found at the end of the book. 

11 



12 



EDUCATIONAL GYMNASTIC PLAY 



Techntcat^ Name 
OF Movement 



Description ov Movement 
Feet. 



Animal, Object 

OK Action 

Repkesentkd 



Close st. pos. 



From fundamental position bring the 
feet close together so that they point 
straight forward. 



(a) Small 
post. 

(b) Doors 
shut. 

(c) Closed 
fan. 



Std. st. pos. 



Place the feet two foot lengths apart, 
so that a line through the heels is parallel 
with one through the shoulders; knees 
straight. 



5 

(a) Two 
posts. 

(b) Standing 
in a quickly 
moving car 



6 
Wlk. st. pos. 
forw. or 
backw. 



One foot is placed in advance of the 
other as if an ordinary walking step was 
being taken, or a step backward is taken 
instead : reverse the relation of the feet. 



6 

(a) Walking 
one step. 

(b) Roots of 
trees which 
stretch out in 
all directions 




FANCY SKATING, OR STATUE 



(See page 19) 



BALANCE MOVEMENTS 



Technical. Nami 
OF Movement 



Description of Movement 



Animal, Object 

ou Action 

Represented 



^^ 



1 

St. 



2 Heel elev. 



See Commencing Positions No. 2. At 
a signal from the teaclier, rise quickly on 
the toes, heels going apart as they leave 
the ground ; lift the head and chest, and 
stretch the spine ; at another signal come 
down slowly, keeping the weight well 
forward. 



Lookingover 
a fence. 



2 
St. 2 Heel 
elev. 



See Balance Movements No. 1, but let 
the arms hang by the sides. 



(a) Growinor 
tall. 

(b) Giraffe. 



Wg. std. St. 
2 Heel elev. 



See Commencing Positions Nos. 2 and 
5, and Balance Movements No. 1. 



3 
Rooster 



4 
Wg. close st. 
2 Heel elev. 



See Commencing Positions Nos. 2 and 
and Balance Movements No, 1. 



Looking in a 
shop window 
when the 
streets are 
crowded. 



Wg.st.2Kn 
flex. 



See Commencing Positions No. 2. Heels 
lift, knees bend half way (keeping the 
heels up), knees stretch and heels sink; 
head up and trunk erect throughout the 
exercise. 



Giant 

brownie and 
child. 



15 



16 



EDUCATIONAL GYMNASTIC PLAY 



Technical Namb 
of movkmbnt 



6 
Toe sup. 
st. pos. 

7 
Wg. St. L. 
elev. backw. 



Wg. Toe St. 



H. rot. 



Description of Movement 



6 

Place the left foot backward, with only 
the toe touchinoj the ground ; bring the 
left foot to position and repeat with the 
other foot. The chest should be well 
lifted. 

7 

See Commencing Positions No. 2. Lift 
the left foot from the ground, stretch- 
ing the leg and foot backward ; trunk 
erect ; return to position ; repeat with 
right leg. 

8 
See Commencing Positions No. 2. Rise 
quickly on toes, then rotate head quickly 
from side to side several times ; return to 
position. 



Animal, Object 

OK Action 

Represented 



6 
Statue . 



Pigeon or 
chicken 
stretching its 
leg. 

8 
Grow tall 
and look 
around. 



9 
Yd. c St. slow 
march on tip- 
toe. 



10 
Wg. courtesy 
St. H. rot. 



11 



12 
Wg. wlk. St. 
2 Heel elev. 



See Commencing Positions No. 3. 
Walk very slowly forward on tip-toe, 
pausing for a second on each step ; take 
long steps ; the arms are used to retain 
balance. 



10 
See Commencing Positions No. 2. 
Heels lift, knees bend as in Balance Move- 
ments No. 5 ; head rotation as in Balance 
Movements No. 8 ; return to position. 

11 
See Commencing Positions No. 2. Stand 
on the left leg and swing the right back- 
ward and forward ; stand on right leg and 
swing the left; keep the knees straight. 

12 
See Commencing Positions Nos. 2 and 
6, and Balance Movements No. 1. 



(a) Stepping 
stones. 

(b) Stilts. 

(c) Crossing 
a muddy 
street. 

10 
Mandarin. 



11 
Swinging 
pendulum, 

12 
Step and 
grow tall. 




STORK 



EDUCATIONAL GYMNASTIC PLAY 



r.) 



Technical Name 
OF Movement 



13 

std. St. 
Kn. flex. 



Wg. 



Description of Movement 



13 
See Commencino; Positions Nos. 2 
5, and Balance Movements No. 5. 



and 



Animal, Objkct 

oh action 

R^;pivE>ented 

13 

Elevator. 
(Go up to top 
floor, down 
to basement, 
up to top 
floor, stop on 
street floor.) 





14 


Wg. 

h s"t. 


cr. 
pos 




15 


Bal. 


wlk 



14 
See Commencing Positions No. 2. Lift 
the left leg until the knee and hip joints 
form right angles, the toe pointing down ; 
return to position and repeat with right 
leg. 



15 
Walking a chalk mark, 
floor, or a balance beam. 



crack in the 



14 
Stork stand- 



one 



lesf. 



15 

Plank or log 
across a 
stream. 



16 * 
Wg.st.2Kn. 
flex, to sitt. 



16 
See Commencing Positions No. 2. 
Heels lift and knees bend as far as the 
muscles will allow ; heels up throughout 
the exercise, and trunk erect; knees 
stretch and heels sink. 



16 
Going down 
into a mine. 



17 
Wg. wlk. st. 
L. elev. 
backw. 



17 
See Commencing Positions No. 2. 
Slide the left foot forward as in skating, 
at the same time lifting the right foot 
from the floor and stretching the leg and 
foot backward; keep the body erect; 
hold this position for a moment, then 
slide the right foot forward, lifting and 
stretching the left leg backward ; repeat 
several times. 



17 
Fancy skat- 



ino\ 



20 



EDUCATIONAL GYMNASTIC PLAY 



Technical Name 
OF Movement 



Description of Movement 



Animal, Object 

OR Action 

Represented 



18 
Courtesy sitt. 
wlk. forw. 



18 
In the position of Balance Movements 
No. 16, place hands on the thighs and 
walk forward ; the heels must not touch 
the floor while walking. 



18 
Ducks wad- 
dling. (Chil- 
dren say 
"Quack! 
quack ! ") 



19 

std. St. 
2 Kn. laex. to 
stit. 



Wg. 



19 
See Commencing Positions Nos. 2 and 
5, and Balance Movements No. 16. 



19 
Bucket ofoin Of 
down into a 
well. (The 
teacher may 
turn a handle 
to let the 
bucket down 
and bring it 
up.) 



20 
Wg. St. L. 
elev. sidew. 



20 
See Commencing Positions No. 2. 
Lift the left leg out sideways, knee and 
instep stretched, and trunk erect; replace 
the left leg and lift the right; repeat 
several times. 



20 

(a) Statue. 

(b) Circus 
rider. 



21 
Wg. St. alt. 
slowKn.flex. 
upw. 



21 
For position, see Balance Movements 
No. 14. Execute slowly, and put one 
foot down as the other leaves the ground. 
This movement may be executed in place, 
or going round the room as preferred. 



21 

(a) Bicycle 
rider. 

(b) High- 
stepping 
horses, walk 
ing or paw 
ing the 
ground. 



EDUCATIONAL GYMNASTIC PLAY 



28 



Technical Name 
OF Movement 



Desckiption of Movement 



Animal, Object 

OK Action 

Represented 



22 
Wo-. Toe St, 
2 Kn. flex. 



23 
Wg. Toe St. 
quick 2 Kn. 
flex, to sitt. 



24 
W Of. courtesy 
sitt. wlk. 
forw. 



22 
See Balance Movements No. 1. Knees 
bend and stretch ; bend and stretch sev- 
eral times; return to position. For (a) 
the teacher grasps the upper arms of the 
child and guides the bendins: and stretch- 
ing of the knees. For (h) two children 
stand opposite each other, and one goes 
down as the other goes up ; combine with 
Arm Movements No. 21. Execute to 
music, three-four or six-eight time 

23 
See Commencing Positions No. 2. Child 
stands on tip-toe behind desk or chair ; at 
a signal from the teacher he bends the 
knees and disappears behind the desk; at 
another signal he rises very quickly on 
tip-toe ; repeat several times. 

24 
See Balance Movements No. 16. In 
that position walk forward on toes. 



22 

(a) Churn- 
ing. 

(b) See-saw. 



23 
Jack in the 
box. 



24 
Pigeons 
walking. 



25 
St. L. elev. 
forw . 

Wg. Toe St, 
rapid alt. Kn, 
flex. upw. 



25 

Lift the left leg and stretch it quickly 
forward as if kicking a ball; replace the 
left leg and stretch the right; repeat 
several times. 

26 
See Commencing Positions No. 2 and 
Balance Movements No. 1. Execute as 
in Balance Movements No. 21, but accel- 
erate the time. 



25 
Kicking a 
football. 

26 

Horses trot- 
tin o-. 



27 
Courtesy sitt. 
w Ik. forw. w. 
alt. Arm 
movement. 



27 
Walk forward as in Balance Move- 
ments Nos. 18 and 24, using the arras as 
paddles. 



27 
Ducks swim- 



24 



EDUCATIONAL GYMNASTIC PLAY 



Technical Name 
OF Movement 



Description of Movement 



Animal, Object 

OK action 

Eepresented 



28 
Courtesy sitt. 
wlk. forw. 



28 
See Balance Movements No. 27,. but 
stretch the arms backward touching the 
floor if possible ; lift the chest well. 



28 
Turkey gob- 
bler walk- 
ing ; his 
wings sweep 
the ground. 



29 
Wg. cr. a 
i St. Kn. ext. 
forw.advanc- 



29 
See Commencing Positions No. 2. Bend 
the left knee upward, stretch the leg for- 
ward; then put the foot down resting on 
the toes ; carry the weight over to the 
forward foot and repeat the movement 
with the right leg and foot; continue 
walking forward in this way, heels from 
the floor all the time. When the children 
have become accustomed to walking in 
this way, they may move the elbows up 
and down, and turn the head to the right 
as the right foot is raised and to the left 
when the left foot is raised. 



29 
Rooster 
walking ; 
flaps his 
wings and 
turns his 
head, and 
sometimes 
stops and 
crows. 



he 



ARM MOVEMENT 



TECHNICAL XAME 

OF Movement 



Description of Movement 



Animal, Object 

OR Action 

Represented 



1 1 

Wo- tbrw. '^^^^ child lies prone on the floor, legs 

, ^" * • straight; at a signal from the teacher 

ly. pos. ti^y child places hands on the hips (see 

Commencing Positions No. 2), and lifts 
the shonlders from the floor; at another 
signal the shoulders are lowered ; repeat 
two or three times. In the school-room 
the pupil may execute this movement 
lying across his desk with feet fastened 
in the back of his chair. 



(a) Turtle. 
(The posi- 
tion of the 
arms sug- 
ge.sts the 
turtle's shell) 

(b) Seal 
has kin 2:. 



Yd. c. ly. 

pes. 



Child lies on his back flat on the floor, 
^arms out sideways straight from the 
shoulders, back of hands on the floor. 



Yardstick. 



Wo". stoop See Commencing Positions No. 2. The 

. ^,.^^0 trunk is inclined forward from the hips, 

SI. pos. jj^j^. ^I^g spine is straight ; chest expanded, 

head up and in line with back. 



Bent tree 
trunk with 
short 
branches. 



Bend st. pos. 



See Commencing Positions No. 1. At 
a signal from the teacher, the child turns 
the palms of his hands forward, and 
bends the forearms upward, until the 
hands (with fingers flexed), are outside 
the shoulders ; the elbows are kept close 
to the sides without squee 
fingers somewhat relaxed. 



First posi- 
tion of 
soldier.. 



27 



28 



EDUCATIONAL GYMNASTIC PLAY 



Technical Name 
OF Movement 



Description of Movement 



Animal, OBjr^oi 

OK ACIIOK 
EEPaESENTED 



Fund. pos. 
Arms swin< 
ing backw. 
and forw. 



See Commencing Positions No. 1. 
Execute to music, four-four or six-eight 
time. Bring the arms a little forward ; 
swing backward on the strong beat of 
the music, swing forward on the next 
beat: continue. 



Swinging 
pendulums. 



6 
Bend st. 
2 A. ext. 
sidew. 



6 
See Arm Movements No. 4. Extend 
the arms sideways quickly and forcibly. 
See Commencing Positions No. 3. 



Second posi- 
tion of 
soldier. 



8 
Yd. a St. pos, 



Two children take hands and swing the 
arms rhythmically backward and for- 
ward. See Arm Movements No. 5, but 
use only one arm at a time. Children 
face about and repeat exercise with the 
other arm. 



Elbows at shoulder level and drawn 
well back; forearms bent at an acute 
angle ; hands in line with the forearms ; 
palms down. The hands should not 
touch each other nor touch the chest. 



7 
Swing. 



8 



(a) Folding 
yardstick 
closed. 

(b) Jack 
knives 
closed. 

(c) Folding 
table closed. 



9 

Yd. a st. 
2 A. flg. 



See Arm Movements No. 8. Swing the 
forearms outward (without lowering the 
elbows) to position taken in Arm Move- 
ments No. 6 ; return to the first position 
without letting the elbows drop; repeat 
two or three times. 



Opening and 
closing of 
objects 
named in 

No. 8. 



EDUCATIONAL GYMNASTIC PLAY 



31 



Technical Name 
OF Movement 



DKSCRIfTION OF MOVEMENT 



Animal, Object 

OK Action 

Representbd 



10 
St. 2 A. 
elev. sidew. 
to Yd. c. 



10 
Lift the arms sideways to position 
taken in Arm Movements No. 6 ; let them 
down again gently; repeat several times. 



10 
Bees' wi 
spreading 
and 



closing. 



11 
Yd. c. St. 2 
A. depres- 
sion and ele- 
vation with 
less riofiditv 
of the joints 
than is re- 
quired by the 
preceding 
exercise. 



11 

See Arm Movements No. 10. Press 
the arms slightly downward ; lift to hori- 
zontal again, with increased relaxation ; 
continue, making the movement a rhyth- 
mical one. 



11 

Flying mo- 
tion of a 
bird's wings. 



12 



12 

Arms ont sideways, but 
straight ; move them a little. 



not quite 



12 

Branches of 
a tree sway- 
ing in the 
breeze. 



13 
Yd. c. St. 
pos. 



13 

See Commencing Positions No. 3. 
Maintain that position for a definite num- 
ber of seconds, (d) Every other child 
faces about before executing the move- 
ment. 



13 

(a) Board. 

(b) Yard of 
a ship. 

(c) Shop 
counters. 

(d) Railroad 
tracks. 



32 



EDUCATIONAL GYMNASTIC PLAY 



Technical Name 
OF Movement 



Description of Movement 



Animal,, Object 

OR Action 

Eepresented 



14 

Yd. St. pos. 
(with palms 
turned forw) 



14 
Take the position given in Arm Move- 
ments No. 13, but turn the palms of the 
hands forward. 



14 
Sign post. 
Teacher 
reads on one, 
"Two miles 
from 
Albany." 



15 
Yd. c. St. 
2 A. rot. 



15 
See Arm Movements No. 13. Roll the 
arms over so that the palms of the hands 
are first up and then down. 



15 

(a) Rolling 
a log over. 
(J) Trying 
to make the 
hands fiat 
like tables. 



16 
St. 2 A. 
swim. 



16 
Execute this movement to counts, 
One! Two! Three! At the first count, 
take position given in Arm Movements 
No. 8; at the second, stretch the arms 
forward from the shoulders with the 
palms down; at the third, swing the 
arms out sideways to the positioa given 
in Arm Movements No. 13. (See Arm 
Movements No. 32.) 



16 
Learning 



to 



swim, 



17 

Yd. c St. 
2 A. flg. 
(Slowly 
forw. swing, 
sidew. fling) 



17 
See Arm Movements No. 13. Swing 
the arms slowly forward until they are 
shoulder width apart, turning the hands 
gradually until the palms face each other ; 
fling the arms quickly back to the first 
position ; repeat several times. 



17 

Fan ; it is 
first open, 
then half 
shut, then 
opened again 




MAKING A WINDMILL 



EDUCATIONAL GYMNASTIC PLAY 



35 



TECHNICAL NAH£ 

OF Movement 



18 
Bend st. alt. 
A. ext. 
sidew. 



19 
Bend st. 
2 A. ext, 
upw. 



Description of Movement 



18 
The children stand side by side but two 
arm-lengths apart. Take position of 
Arm Movements No. 4. Every other 
child extends his right arm toward his 
next companion; the remaining children 
extend the left arm ; all return to starting 
position and extend the opposite arm; 
repeat the exercise several times ; keep 
the body erect. 

19 

See Arm Movements No. 4. At a sig- 
nal from the teacher extend the arms 
quickly upward until they are stretched 
straight up from the shoulder ; the hands 
should be shoulder width apart, palms 
turned toward each other, and fingers 
extended ; repeat several times. 



Animal, Object 

OR Action 

Represented 

18 
The children 
will enjoy 
trying to 
make their 
finger tips 
meet. 

19 

Shooting 
rockets. As 
the arms go 
up the chil- 
dren say, 
"Fizz-z-z." 



20 
Bend st. alt. 
A. ext. upw. 



20 
The same as the preceding exercise, 
but extend one arm at a time. 



20 
Shoot one 
rocket at a 
time. 



21 

Yd. c. St. alt. 
A. elevation 
and depres- 
sion. 

22 
A. flg. to J 
str. 



21 
See Arm Movements No. 13. Raise the 
left arm and lower the right ; raise the 
right and lower the left; continue. The 
arms must be kept perfectly rigid and in 
a line with each other moving together. 
See Balance Movements No. 22 (6). 

22 

Two children stand back to back. 
They fling the left arms quickly upward 
to vertical position, and move the right 
arms backward a little; retain this atti- 
tude for a few seconds, and then return 
to position ; fling the right arras up, and 
move the left backward ; retain, and re- 
turn to position. 



21 
See-saw. 



22 

Making a 
windmill. 



36 



EDUCATIONAL GYMNASTIC PLAY 



Technical Name 
OF Movement 



Descbiftion of Movement 



Akimal, Object 
OB Action 

BEFBE8ENTED 



23 

i str. st. 
2 A. elev. 
sidew. upw. 



23 
Stand as in the preceding exercise, and 
take the same position of the arms (left 
arms up and right arms backward) ; lift 
the right arms and lower the left simul- 
taneously, then lift the left and lower the 
right ; the arms must be moved sideways 
and the motion be a steady one, both 
children moving their arms at the same 
time. 



23 
The wind- 
mill is 
working. 



24 
i wg. Yd. 
St. A. swing. 



24 

See Commencing Positions No. 2 and 
Arm Movements No. 14. Place left arm 
in the flrst-named position, right arm in 
the other. Swing the extended arm for- 
ward to a right angle with the starting 
position, then swing back to the starting 
position; swing several times, then 
change position of arms and repeat exer- 
cise with the left arm. 



24 
Weather- 
vane. 



25 
Yd. St. 2 A. 

flex, to yd. b, 



25 

See Arm Movements No. 14. Bend the 
arms forward at the elbows so as to form 
right angles. 



25 
Fence round 
three sides 
of a garden. 
Be sure that 
the fence has 
good corners 
and is per- 
fectly even. 




KISING SUN 



(See page 40) 



EDUCATIONAL GYMNASTIC PLAY 



39 



Tbchkical Name 

or MOTEMXNT 



DXSCKIPTION OF MOVKMINT 



Animal, Object 

OR Action 

Represented 



26 
Yd. b. St, 
2 A. flff. 



26 
See Arm Movements No- 25 (the final 
position). Lift the forearms until they 
are vertical, without changing the posi- 
tion of the upper arms, lower them again ; 
repeat several times. 



26 
Lift the 
drawbridge 
for the boats 
to pass 
under ; lower 
the draw- 
bridge for 
the trains to 
pass over. 



27 27 

Yd. e.st.pos. See Arm Movements No. 26 (the final 

position), retain for a few seconds. 



27 
Candles on a 
Christmas 
tree. 



28 



28 

Arras stretched forward, palms down: 
make fists and pull forcibly backward 
until the hands touch the chest. Execute 
to music, six-eight time. 



28 
Rowing. 



29 



The same as the preceding exercise, 
but use one arm at a time and turn the 
palm forward. 



29 
Sawing 
wood. 



30 

Bend st. slow 
2 A. ext. 
upw. 

31 

Yd. ast.2A. 
flg. and Toe 
sup. st. 



30 
See Arm Movements No. 19. Execute 
very slowly. 



31 

See Arm Movements No. 9, and Balance 
Movements No. 6; combine. 



30 
Corn 
growing. 



31 

Flying 
statue. 



40 



EDUCATIONAL GYMNASTIC PLAY 



Techkical Name 
OF Movement 



Descbiptiok of Movement 



Animal, Object 

OR Action 

Repbbsented 



32 
Wg.forw.ly. 
2 A. Swim. 



32 
See Arm Movements 
combine. 



Nos. 1 and 16 ; 



32 

Swimming. 



33 



33 
See Commencing Positions No. 1. 
Bring the elbows a little forward and the 
hands together in front, the Angers of 
one hand slightly lapping over those of 
the other; the hands and arms thus form 
a circle. Lift the hands and arms slowly, 
keeping the circular form, until they are 
high over the head. Separate the hands, 
and moving the fingers quickly and each 
one separately, bring the arms down side- 
ways ; reach out as far as possible at the 
sides as the arms descend. 



33 

Rising sun. 
The down- 
ward motion 
is suggestive 
of the sun's 
rays as they 
come down 
to give us 
warmth. 



34 



34 
Bring the arms forward and upward 
until they form a circle with a small 
opening, and until they are almost at 
shoulder height — the thumb and fingers 
of each hand together. Bring the hands 
slowly backward as if stretching some- 
thing until the arras are out sideways; 
open the hands quickly and let the arms 
drop by the sides. 



34 

Pulling 
candy. 




42 



CLOTHES REKL 



(See page 44) 



Technical. Name 
OF Movement 



TRUNK ROTATIONS 

Descriptiok of Movement 



Animal, Object 

OK Action 

Represented 



Wg. St. T. 
rot. 



See Commencing Positions No. 2. Turn 
the trunk to the left, then forward; to 
the right, then forward and repeat two 
or three times ; the feet must be kept 
quite still throughout the movement. 



(a) Turning 
from the 
wind. 

(b) Piano 
stool. 

(c) See 
Games, "Did 
you ever see 
a Lassie ? " 



Wg. std. 
T. rot. 



St. 



See Commencing Positions Nos. 2 and 
5, and Trunk Rotations No. 1. 



{a) Revolv- 
ing light in a 
light-house. 
{b) Revolv- 
ing bookcase 



Wof. close st. 
T.^rot. 



The children stand in twos an arm's 
length apart. See Commencing Positions 
Nos. 2 and 4. The teacher faces the chil- 
dren and passes between each two who 
stand together; as she passes through 
the children turn toward her, one turning 
to the left, the other to the right, when 
she has passed they turn to the front 
again ; the children's feet must not move ; 
the children face in the opposite direction 
and the teacher again passes between 
each couple, and they turn toward her as 
before and then turn to the front again. 



Turnstiles. 



43 



44 



EDUCATIONAL GYMNASTIC PLAY 



Technical Name 
of movbment 



Description of Movement 



Animal, Object 

OR Action 

Represented 



Wg. kn. St. 
T. rot. 



See Balance Movements No. 16. After 
taking this position, kneel; rotate trunk 
to the right and forward three times; 
rotate the same number of times to the 
left; resume position. 

(The teacher may represent the man 
who turns the auger with one of the 
children in front of the class.) 



.(a) A hole is 
being bored 
with an 
auger, turn- 
ing to the . 
right is 



the auger, to 
the left is 
taking it out 
when the 
hole is made. 
(b) Brakes 
of a car. 



Wg. ride 
sitt. T. rot. 



The child sits astride a low, narrow 
bench or chair with feet fixed firmly on 
the floor. See Trunk Rotations No. 1. 



Going to 
ride ; name 
things seen 
at left and at 
riofht. 



Wg. sitt. T. 
rot. 



The child sits in a chair in good posi- 
tion, feet firmly fixed. See Trunk Rota- 
tions No. 1. 



Office chair. 



Yd. c. close 
St. T. rot. 



See Commencing Positions Nos. 3 and 
4, and execute movement as in Trunk 
Rotations No. 1. 



Weather- 
vane. 



Yd. c. std. 
St. T. rot. 



See Commencing Positions No. 3 and 
Trunk Rotations No. 2. 



8 
Keel for dry- 
ing clothes. 




BEAKES OF A CAR 



Technical Name 
or Movement 



EDUCATIONAL GYMNASTIC PLAY 



Description of Movement 



47 



Animal, Object 

01{ ACTION 

Represented 



Close St. T. 
rot. 



See Commencing Positions No. 4, and 
execute movement as in Trunk Rotations 
No. 1. 



9 
See Games, 
" Bean Bag 
Game." 



10 
Wlk. St, 
rot. (a) 



10 
Left foot forward ; arms stretched out 
toward the right ; hands closed as if hold- 
ing a scythe, left hand a little lower than 
the right. Swing the arms and trunlc 
round to the left, keeping all in the same 
relative position; return to the starting 
position quietly without the swing; re- 
peat two or three times ; place right foot 
forward, stretch arms to the left and 
perform the exercise the same number of 
times to the right. Execute to music six- 
eight time, and make the movement as 
rhythmical as possible. 



10 

Mowino: 
grass ; tell 
the children 
to cut as 
much grass 
as possible 
with one 
sw^eep of the 
scythe, and 
to' lift the 
scythe back 
after the cut 
is made. 



11 
Wlk. St. T. 
rot. (b) 



11 

Left foot forward ; form a circle with 
right arm, fingers touching the chest and 
elbow up. (The circle represents a bag 
or basket holding seed.) Put the left 
hand into tlie basket (taking out the 
seed) ; rotate the trunk to the left and at 
the same time stretch the arms away 
back ; throw the arm forward (scattering 
the seed); repeat the movement several 
times, turning the trunk forward as the 
hand returns to the basket. Place the 
right foot forward, make a circle with 
the left arm and perform the exercise the 
same number of times to the right. The 
position described may be seen in Millet's 
picture of " The Sower." 



11 
Farmer sow- 
ing seed in 
his field. 
Tell the chil- 
dren to take 
large hand- 
fuls of the 
seed and to 
throw it as 
far as 
possible. 



TRUNK SIDEWAYS-FLEXIONS 



Technical Name 
OF Movement 



Description of Movement 



Animal, Object 

ok action 

Rkpresentbd 



1 

std. 
T. sidew 
flex. 



Wg. 



St. 



1 
See Coramenciug Positions Nos. 2 aud 
5. Bend the trunk to the left stretching 
the riiiht side; be<;in the movement with 
the head, and keep the knees perfectly 
straight ; repeat two or three times to 
each side. 



1 

Jointed doll, 



2 
St. T. sidew. 
flex. 



See Commencing Positions No. 1, and 
Side ways-flexions No. 1. 



2 

(a) Grasses 
bending*. 

(b) Trees 
bending. 



3 
Close St. T. 
sidew. flex. 



See Commencing Positions No. 
Sideways-ttexions No. 1. 



4, and Corn waving 
in the wind. 



4 

Shelter pos. 
T. side^ . 
flex. 



Hands on head, elbow^ out sideways 
and well drawn back. See Sideways- 
flexions No. 1. 



4 

Walking 
beam of a 
steamboat, 



5 
Sitt. T. 
sidew. flex. 



Place some object that is easily handled 
on the floor at the left of a chair in which 
the child is seated. The child bends 
sideways and tries to pick up this object 
with his left hand, without slipping from 
the chair or lifting feet from the floor. 
See Sideways-flexions No. 1. 



49 



00 



EDUCATIONAL GYMNASTIC PLAY 



Techkical, Name 
OF Movement 



Description of Moyement 



Animal, Object 

OR Action 

Represented 



J wg. yd. C. 
T. sidew. 
flex. 



6 
Right hand on the hip, left arm 
stretched out sideways. See Commencing 
Positions Nos. 2 and 3. Bend trunk to the 
left keeping the arm perfectly straight; 
come up slowly as if a weight was 
attached to the arm ; change position of 
the arras and repeat the exercise bending 
to the right. 



Well-sweep, 
coming up 
the bucket is 
full of water. 



i wg. shelter 
pos. T. 
sidew. flex. 



Left hand on the hip, right hand on the 
head, bend to the left; change the posi- 
tion of the hands and bend to the right ; 
repeat two or three times to each side. 



Dancing girl. 



Wg. wlk. St. 
T. sidew. 
flex. 



See Commencing Positions Nos. 2 and 
6, left foot forward. See Sideways- 
flexions No. 1, bend to the left; change 
position of the feet and bend to the right ; 
repeat two or three times to each side. 
(When one foot is forward, always bend 
to the side of the forward foot.) 



See Games, 
" Did you 
ever see a 
Lassie." 



i wg. shelter 
wik. St. T. 
sidew. flex. 



See Commencing Positions No. 6 and 
Sideways-flexions No. 7. 



Bending a 
small tree to 
gather 
leaves, 
blossoms or 
fruit. 



10 
Wg. touch 
step St. T. 
sidew. flex. 



10 10 

See Commencing Positions No. 2. Ex- Dancino" step 
tend left foot to the left, the toe only '^ 

touching the ground; bend to the left 
several times; change feet and bend to 




DAIfCING GIRL 



EDUCATIONAL GYMNASTIC FLAY 



53 



Technical Name 
or Movement 



Description ok Movement 



Animal, Object 

OR Action 

Represented 



11 

Wg. F. side 
gr. i st. T. 
sidew. flex. 



11 12 13 11 

As it is desirable that these three exer- Grasses 
cises should only be used by trained 
teachers of gynonastics, the gymnastic 
nomenclature describes the movements a wall, 
sufficiently. 



12 
Side sup. st. 
T. sidew. 
flex. 



12 
Grasses bent 
over a low 
wall. 



13 
Sidew. hg. 
pos. 



13 
Starfish. 



HEAD MOVEMENTS 



Technical Name 
OF Movement 



Description of Movement 



Animal, Object 

or Action 

Represented 



1 

H. flex, 
backw. 



Let the head drop backward, then bring 
it up into good position; draw the chin in 
well as the head comes up. 



1 



(a) Horses 
tossing their 
heads. 

{b) Looking 
up at the sky. 



2 
H. rot. 



Turn the head first to the left, then for- 
ward, to the right and forward again; 
turn as far as possible without straining. 



(«) Pigeon 
turnino^ its 
head. 

{b) Weather- 
vane. 



3 
H. flex, 
forw. and 
backw. 



Let the head drop forward, bring it up 
and let it drop backward, bring it up into 
good position. See Head Movements 
No. 1. 



3 

Birds 
drinkinof. 



4 

H. flex, 
sidew. 



Bend the head to the left ; bring it up 
and bend it to the right; return to posi- 
tion. Be careful to move the head only. 



4 

Flowers 
nodding 
their heads. 



55 



JUMPING 



Technical Name 
of movbmknt 



1 

Prep, to 
jump. 



Description of Movement 



1 
See Balance Movements No. 5. The 
children should clinch the fists and let 
the arms hansr. 



Animal, Object 

ok Action 

Reprksentbd 



Giant 

brownie and 
child. 



Upw. iump. Heels lift, knees bend as in Balance 

Movements No. 5; spring from the floor, 
landing on the toes with the knees bent ; 
straighten the knees and lo^er the heels ; 
repeat several times. This movement 
should never be used with hands on the 
hips. 



Bounding: 
balls. 



Continuous 
upw. jump. 



Forw. jump. 



The children form in a line one behind 
the other. Two children stand out in 
front opposite to each other, making the 
motion of turning a rope for the oth« rs 
to jump over. The children come for- 
ward in turn and jump several times over 
the play rope. When all in the line have 
jumped two other children come forward 
to turn the rope while the first two who 
turned it perform the exercise. 

4 
Make a chalk line on the floor. Exer- 
cise is the same as "Upward jump," but 
jump forward. 



Lonof 

ski})ping 

rope. 



Making balls 
bound over 
a mark. 



AVg. court- 
esy sitt. 
jump forw. 



See Balance Movements No. 16. From 
that position hop forward ; the steps 
taken should be very short, and the move- 
ment a rhythmical one. 



Birds 
hopping. 



58 



EDUCATIONAL GYMNASTIC PLAY 



Technical Name 
of movbment 



Descriptiox of Movement 



Animal, Object 

ok action 

Represented 



Wg. Toe St. 
jump forw. 



See Balance Movements No. 1. From 
that position hop a few steps forward. 



{a) Quick- 
silver's staff. 
(See Haw- 
thorne's 
" Wonder 
Book.") 
(b) Mechan- 
ical toy 
wound up. 



Wg. wlk. st. 
change feet 
(jumping). 



2 A. flg. 
upw. jump. 



See Commencing Positions Nos. 2 and 
6, left foot forward ; change position of 
the feet so that the right foot is in front, 
the left behind ; effect this change by a 
little jump ; land as usual on the toes, but 
bend the knees only slightly ; repeat sev- 
eral times making the movement a con- 
tinuous one. 

8 

Fling both arms out sideways and leap 
as in " Upward jump " ; bring arms down 
as you land. 



8 
Jumping 
jack. 



1 step forw. 
jump. 



Take one step forward and spring 
from the forward foot; jump forward 
and land in good position. 



Crossing the 
brook. 



10 

2 steps forw. 
jump. 

11 

3 steps forw. 
jump. 



10 
Same as above, but take two steps and 
spring. 



11 
Same as above, but take three steps. 



10 11 
Stepping 
quickly froni 
stone to 
stone in the 
brook and 
landing on 
the shore. 



EDUCATIONAL GYMNASTIC PLAY 



61 



Technical Name 
OF Movement 



Description of Movkmbnt 



Animal, Object 

OK Action 

Represented 



12 
Wg. Toe 

i St. jump. 



12 
See Balance Movements No. 14 ; hop ou 
the other foot; change position of feet 
and repeat the exercise. 



12 
Hop, hop, 
hop. 



13 

Jump from 
bench. 



13 
Stand on a low bencn (not over ten 
inches high) ; stretch the left foot for- 
ward and jump to the floor : land on both 
feet in the usual way; repeat with the 
right foot forward. 



13 



14 

Jumping a 
stick. 



14 
See Games, "Trick Ponies." 
tions for fourth verse. 



Direc- 



14 
Trained 
dogs. 



15 



15 

Same as the regular play of " Leap- 
frog," but use a steady object (such as a 
small heavily-weighted box) for the ob- 
stacle, instead of a child. 



15 
Leap-frog. 



16 



16 
Child stands at the right side of his 
desk, or any object of suitable height. 
Place right hand on the desk and grasp 
the edge with the left hand ; lift the heels, 
bend knees slightly and spring up, sitting 
sideways with right leg in front ; spring 
down again, landing on the toes with 
knees bent. Repeat the exercise from 
the other side. 



16 
Mounting 
a horse. 



BREATHING EXERCISES 



Technical Name 
OF Movement 



Description of Movement 



Animal, Object 
ou Action 

Represented 



St. 2 A. ext 
sidew. 



See Arm Movements No. 6. Repeat Stretch ! 
two or three times. 



St. 2A.e]ev 
sidew. 



See Arm Movements No. 10. Restrict Stretch ! 
to three repetitions. 



3 

St. 2 A. 
elev. sidew. 
w. 2 Heel 
elev. 



See Arm Movements No. 10 Combine Stretch ! and 
with Balance Movement No. 2. ,, 

grow tall. 



4 
Ly. 2 A. 
ext. upw. 



4 4 

Lyino^ on the floor, stretch the arms Qfr^tph ! 
above the head in a line with the body; otieiCQ . 
relax somewhat, and stretch again; re- 
peat two or three times. 



See '•' Introduction," concernino; breath- 



63 



GAMES. 

Games are not put into a gymnastic lesson as a compensation 
for the dryness of the larger part of the work, but because they 
are in themselves an educative force. Therefore, they should be 
carefully chosen, and should be as suited to the needs of the chil- 
dren as are the other exercises. 

65 



GREETINGS. 

1 
As I was going dowo the street, 
Whom do you think I chanced to meet? 
A soldier brave, so straight and tall, 
With sword, and uniform, and all. 
He said, " How do you do? " 

2 
As I w^as going down the street, 
Whom do you think I chanced to meet? 
I met a jolly sailor boy, 
Who greeted me with shouts of joy, 
And said, '' How do you do? " 

3 

As I was going down the street. 
Whom do you think I chanced to meet? 
A lady fair, who bowed, and smiled 
In kindly greeting to each child, 
Saying, '' How do you do? " 

4 
As I was going down the street, 
Whom do you think I chanced t(^ meet ? 
A gentleman in suit of gray. 
Who, as he passed across the way, 
Said, '^ How do you do? " 

5 
As I was going down the street. 
Whom do you think I chanced to meet? 
A Frenchman, who was talking fast, 

67 



68 EDUCATIONAL GYMNASTIC PLAY 

But bowed politely as he passed, 
Saying, *' How do you do?" 

6 
As I was going down the street, 
Whom do you think I chanced to meet? 
A little maid from o'er the sea. 
In Norway her home used to be. 
She said, ' ' How do you do ? " 

7 
As I was going down the street. 
Whom do you think I chanced to meet? 
A visitor from far Japan, 
Who bowed, and bowed, and waved her fan. 
Saying, " How do you do? " 

8 
When my great grandma walked the street, 
And any friend she chanced to meet. 
You really could not see her face. 
She bowed with so much stately grace, 
As she said, ' ' How do you do ? " 

9 
And so whoever walks the street. 
In his own way his friends will greet ; 
But always through the outward sign 
The same true friendliness will shine 
As we say, " How do you do? " 

Directions. 

The children stand in the aisles ; the first child in every aisle, and every other 
child after, turns toward the bacl? of the room, so that the children are standing 
in pairs, facing each other. 

1st verse. Children recite as if talking to each other, and at the last line give 
the soldier's salute. 



EDUCATIONAL GYMNASTIC PLAY 69 

2. When recitin": last line shake hands heartily, 

3. Bow the head and smile. 

4. Make the motion of lifting the hat from the head. 

5. The Frenchman bows from his waist, with right hand on the heart. 

6. Make a peasant's courtesy. This is done by simply bending the knees 
quickly, keeping the body erect. 

7. Bend the knees very slowly until kneeling position is reached, and then 
bow the head to the ground, in Japanese fashion. The action of waving the fan 
should be kept up by the right hand all through the exercise. Begin to bend at 
the beginning of the fourth line. 

8. Girls — step to left with left foot; place right foot on toes a little behind 
the left, bend both knees until the right knee rests on the ankle of the left, at the 
same time bowing from the waist as low as possible. Repeat with opposite foot 
for the sake of the exercise. Boys — keep knees straight, place hand on heart 
and bow as low as possible. 

9. The last verse is recited without any motions. 

— From Primary Education. 

SIX LITTLE BALLS. 

Place on the floor six colored balls, a few inches apart. The chil- 
dren take turns in rolling a hard ball at these, trying to displace them. 
If words and music are desired, see Kindergarten Beview, February, 1898. 

ROLL BALL. 

Draw a circle, about two feet in diameter, on the floor ; make a chalk 
mark six or eight feet away from the circle. Divide the class into two 
groups and let each child in turn stand or sit on the mark and try to roll a 
worsted ball so that it will stop inside the circle. Each child who suc- 
ceeds scores five for his side, or if the ball rolls across the circle and stops 
outside, he scores two. The group making the highest score is the 
winner. 

TOSS BALL. 

The ball is tossed into a scrap basket or other receptacle ; otherwise 
proceed as in " Roll Ball." 



70 EDUCATIONAL GYMNASTIC PLAY 

BALL GAME. 

Toss up the balls ! toss them up high, 

Flying so merrily up toward the sky ; 
Now to the ground carefully throw, 

Bounding our balls love to go. 

Over the way, back to their home. 

This way and that way our balls will now roam. 

Over again carefully throw, 
Trav'ling our balls love to go. 

Directions. 

1st verse. Four children stand in a row, each with a ball, and toss it or 
bounce it as the words indicate. 

2. Four other children stand opposite to those who have the balls, and the 
balls are tossed backward and forward between the children. If music is used 
the balls are started — up, down, over, or back on the first beat of each measure. 
For music, see Kindergarten Bevievj, October, 1903. 

BALL AND HOOP. 

Suggested by Mabel Townsend Stevens. 

Hang a barrel hoop from the chandelier or in the doorway. Make 
two round wads of cotton batting, one about six inches in diameter, the 
other twice as large. Divide the children into two sets, and alternating 
between the two squads, let every child have a turn in trying to throw 
these play balls through the hoop. Putting the large ball through counts 
ten, the small one five ; see which set of children makes the highest score. 

— From Primary Education. 

BALL AND BEAN BAG GAME. 

A good-sized ball and two bean bags are required for this play. 
Divide the children into two squads, one squad being on each side of the 
room. Place the ball on a stool in the front of the room half way between 



EDUCATIONAL GYMNASTIC PLAY 71 

the two sides. The leader of each squad has a bean bag. One leader 
comes forward and standing by the wall facing the stool tries to liit the 
ball with his bean bag so as to knock it from the stool. If he knocks the 
ball off the stool, it counts ten for his side ; if he merely hits it without 
getting it oft' the stool it counts five. The other leader then has his throw, 
and after him one from each squad alternately until ever}^ child has liad a 
turn. Whichever side has the largest score wins the game. Phiy with 
right and left hand alternately. — From Primary Education. 

BEAN BAG GAME. 

Half of the children form a line side by side, but three or four 
feet apart ; the other half form a similar line opposite to them ; all take 
Commencing Positions No. 4. A bean bag is placed on a chair at the 
head of each line of children ; at a given signal each leader turns to his 
bag, picks it up, turns and throws it to Ms next neighbor ; he turns to 
receive the bag, and turns again to throw it to the child next to him, and 
so on down the line ; the last child places the bean bag on a chair at the 
end of the line. Whichever line gets the bag on the chair first counts one 
point. The bag then starts from the other end of the line ; the game is 
the best three out of five points. No child must move his feet and if any 
one drops the bag he must pick it up and resume position before he 
throws it. 

THE BEAN BAG RACE. 

Eight bags of four different colors, sa}^ red, yellow, blue and green, 
are required for this play. The children form a circle ; the two who are 
going to run stand on opposite sides outside the circle, each with four 
bean bags of the four difterent colors at his feet. At a given signal the 
runners pick up the red l)ags and run with them in opposite directions 
round the circle ; when half way round the}' drop the red bags and pick up 
the yellow ; these are left at their own goals, when they come to them, and 
the blue bags are picked up ; still running, they leave the blue bags at 
their opponent's goal and taking the green ones return to their own. The 



72 EDUCATIONAL GYMNASTIC PLAY 

victor is he who first reaches his own goal after running twice round the 
circle and changing the places of the four bags. 

If preferred the children can be arranged in two sets and each one 
who wins a race makes a point for his side. 

THE WALKING RACE. 

The children stand in a row, their backs to the wall, at one end of 
the room. If it is a school-room furnished with desks, only as many chil- 
dren as there are aisles can take part at once, but in a gymnasium a great 
many more can do so. Each child has a bean bag balanced on his head. 
At a given signal the children start to walk from one end of the room to 
the other ; they must not break into a run, nor touch the bags with their 
hands unless they fall to the floor, in which case the owner of the bag 
stops, picks up his bag, replaces it on his head and follows the others as 
speedily as possible. If a bag slips it must not be caught in the hands, 
but allowed to fall on the floor. The child who first reaches the goal with 
the bean bag on his head is the victor. When it "has become too easy to 
walk carrying a bean bag, some object which will slide more easily may 
be substituted. 

THE HAYMAKERS. 

Come, let's go a-mowing 

Where the grass grows tall ; 
Swinging scythes so quickly, 

Down the grass will fall. 

Now the grass we're tossing. 

Toward the bright blue sky ; 
Toss and turn it over 

For the sun to dry. 

Here's the hay-cart waiting ! 

Fill it up with ha}^ ! 
Draw it now, good horses, 

To the barn away. 



EDUCATIONAL GYMNASTIC PLAY 



Soon we'll feed our Bossy 

With the hay so sweet ; 
Bossy says, " 1 thank you. 

Hay is good to eat." 

Form a circle. Before the play begins, eight or ten children are chosen from 
the riug. Two represent horses, one the driver, another a cow, and the rest the 
hay-cart. They go to one corner of the room, which is supposed to be the barn. 
While the first verse is being sung, the driver is busy getting his cart out of the 
barn and harnessing his horses. The cow remains in the barn. The children in 
the circle represent the fence around the hay-field, a wide gate being left open. 

In the first verse, about six children go in and cut down the grass with their 
scythes. In the second, all the children toss and turn the hay, and rake it up into 
haycocks. When the third verse begins, the hay-cart comes into the field through 
the gate, and all join in pitching the hay into the cart. When the cart is filled, 
the horses take it to the barn, two haymakers following to help unload In the 
last verse, one of these haymakers feeds the cow with fresh hay, and Bossy lows 
her thanks. For music see Kindergarten Beview, September, 1901. 

THE ORCHARD. 

A few of the children are arranged in rows to represent apple trees 
(see Arm Movements No. 12). The others represent bees, robins, chil- 
dren frolicking, and children gathering apples, as the verses indicate. The 
first verse with any one of the others makes a sufficiently long game unless 
the children who represent trees are allowed to rest their arms. For 
words and music, see "Holiday Songs," by Emilie Poulsson, Milton 
Bradley Co., Springfield, Mass. 

FLYING BIRDS. 

See Arm Movements No. 1 1 ; combme with running on tip-toe ; exe- 
cute to waltz music. 

FEEDING THE PIGEONS. 

The children scatter to all parts of the room (where they become 
pigeons). The teacher stands in the centre of the room, calls the pigeons 
and makes the motion of scattering grain for them to eat ; the pigeons fly 



74 EDUCATIONAL GYMNASTIC PLAY 

to her (see Flying Birds) and then walk about around her (see Balance 
Movements No. 24) ; when they have finished their meal they fly away^ 
but return to their places, as children, at the teacher's signal. 

TRICK PONIES. 

These clever little ponies 

Know everything I say, 
For when I tell them to '^ Go on," 

They quickly walk away. 

These merry little ponies 

They understand each sound, 
For if I say to them " Get up,'' 

They briskly trot around. 

Now if you watch these ponies 
You'll think them bright indeed. 

For when I say, " Come, frisk along," 
They gallop at full speed. 

Then, too, my little ponies 

Can jump as well as run, 
And when we place a hurdle here, 

You'll see them have some fun. 

Now that their fun is ended, 

My ponies say, "Good day," 
Then gently to the stable go 

To have some oats and hay. 

Directions. 

One child acts as ringleader, the others are ponies. The leader stands )n tb.t! 
center of the room, the ponies around the room, as if in a ring. The leader 
repeats the first verse, and at the words, "Go on," the ponies walk around the 
room, stepping high, and holding their heads well up. The leader holds up his 



EDUCATIONAL GYMNASTIC PLAY 75 



hand, and the ponies immediately stand still. The second verse is then recited by 
the leader, and when he says, " Get up," the ponies begin to trot. The trotting is 
a perfectly even motion like running, only the knees should be lifted high in front. 
In the third verse, at "Come, frisk along," the galloping begins. This is an 
uneven motion, and the same foot is in front all the time. The leader stops the 
ponies each time by holding up his hand. 

While the fourth verse is being recited, the teacher arranges a stick for the 
ponies to jump over. The stick should be placed very lov/ and should rest on its 
support so lightly that the slightest touch (if the ponies failed to clear it) -would 
knock it off. Each pony takes a little run, clears the play hurdle, and walks on 
around the room. When all the ponies have been over the hurdle, the leader stops 
them by holding up his hand. 

In the last verse, after the words, "Good day," the leader makes a pause in 
his recitation, while the ponies all bow their heads and neigh; then the leader con- 
tinues, and the ponies walk quietly to their stable (their own places by their 
desks) and pretend to eat their oats and hay. 

If there are too many children for all to be ponies at once, half the children 
may sit down and may recite the verses with the leader. 

— From Primary Education. 

THE FARMYARD. 

The movements and sounds of farmyard animals are imitated b}' the 
children. 

THE TOYMAN'S SHOP. 

The children form in two lines on opposite sides of the room ; those 
on one side go over and invite the others to go with them to the toyman's 
shop. The}'^ then walk round the room In couples singing gaily of what 
they wall see at the shop. When they reach their destination the}^ each 
make believe to choose a toy with which they gaily play. A child is then 
iisked to show the toy which he has bought; he answers by going through 
the motion of playing with it; this motion is then imitated by the others. 
Other children are asked the same question. Some very lively exercise 
may thus be gained, such as rolling hoops, playing with individual skip- 
ping ropes, or flying kites. Of course it is all a game of make believe, 
but none the less merry on that account. 

For words and music, see '^ Holiday Songs." 



76 EDUCATIONAL GYMNASTIC PLAY 

HOME WORK. 

The children form in two lines on opposite sides of the room. One 
line of children go " across the way" to visit their friends, but find them 
so busy "washing" that they cannot "go out to play" (all go through 
the motion of washing clothes ; in this motion keep the arms shoulder 
width apart and the back straight) . The visit is returned by the other 
line of children, who find their friends "ironing" (all iron). The first 
set of children visit again to find their friends " mending," but when the 
return visit is made, it is Thursday or " playing day," so all " go out " 
for a lively play. The next visitors find their friends " sweeping," and 
the next, busily stirring cake, as Saturday is "baking day." The last 
visit is made on Sunday, and the children walk quietly round the room on 
their way to church. In making the motions of ironing, stirring and 
sweeping, the right and left hands should be used alternately. The 
words of this play are so repetitious that they are very easily learned, and 
the music is a well-known " Old Folk-song " ; the use of both words and 
music is needed to make the play a lively one. 

For words and music, see " Song of Home Work," " Holiday Songs." 

DID YOU EVER SEE A LASSIE? 

The teacher, or one of the children, stands forward and shows some 
rhythmic movement, which all imitate, keeping time to the music. 

P'or words and music, see " Songs for Little Children," Part II., by 
Eleanor Smith, Milton Bradley Co. 

SHARP EYES. 

The children stand with arms by their sides facing the front of the 
room. One child is chosen for leader, and he stands on the platform, 
where all can see him, facing the other children. The teacher acts as 
judge. At a signal from the teacher the leader executes some simple 
gymnastic movement; at another signal he resumes ordinary standing 
position. The children now try to imitate exactly the movement of the 
leader, and those who cannot do it correctly must be seated. The leader 



EDUCATIONAL GYMNASTIC PLAY 77 



executes another movement, and the play continues until six exercises 
have been imitated. The children who are still standing (having imitated 
the six exercises correctly) are the winners. The play ma}^ then be 
resumed with a new leader. — From Primary Education. 

WHAT O'CLOCK? 

All the children face the front of the room, except one, who stands 
facing the others as a leader. All have their arms bent upward from the 
elbow, hands on outside of shoulders, with fingers loosely turned in, and 
elbows down by the side. The teacher asks the question, "What 
o'clock?" The leader responds by extending his arms quickly to any 
position he chooses, representing the hands of a clock. For example, 
both arms stretched sideways would be a quarter to three, the right arm 
up and left sideways, nine o'clock. To make the distinction between the 
hands of the clock, the arm which does dut}^ as minute hand should be 
made to appear as long as possible by having the fingers extended, while 
the other arm is shortened in effect by having the fingers slightly bent. 
The children are to name the hour shown by the leader, and then imitate 
the motion of the leader, so that all are clocks representing the same hour. 
Another child is then chosen as leader and the play is repeated — a differ- 
ent hour being chosen. This play is only suitable for children who have 
had some lessons in telling time. — From Kindergarten Review. 

THE MUSICIANS. 

One child stands in front of the others and represents a musical 
Instrument ; the others all imitate his motions. 
See Kindergarten Review , September, 1903. 

LITTLE TRAVELERS. 

This is another imitative play which has been found very useful for 
bringing in definite gymnastic movements. 

For words, music and directions, see " Holiday Songs." 



78 EDUCATIONAL GYMNASTIC PLAY 

SKIPPING PLAY. 

The children take partners and skip round the room to spirited music ; 
at the conclusion they return to their places and courtesy or bow to their 
partners. 

COME OUT TO PLAY. 

By Anna Daniels. 
(Tune of "Here We Go Round the Barberry Bush.") 
Oh, will you come with me to play, 

With me to play, with me to play? 
Oh, will you come with me to play, 
This lovely, lovely day? 

Oh, yes, I'll go with you to play, 

With you to play, with you to play. 
Oh, yes, I'll go with you to play. 

This lovely, lovely day. 

Now four have gone together to play. 

Together to play, together to play ; 
Now four have gone together to play. 

This lovely, lovely day. 

Will you all go with us to play, 

With us to play, with us to play ? 
Will you all go with us to play. 

This lovely, lovely day? 

Directions. 

The children form a circle. Two children sing the first verse, inviting two 
others to play with them ; the second verse is the reply of those who are invited. 
All the other children sing the third verse, while the first four skip, run, dance, 
or play any way they choose inside of the circle ; then they return to their places. 
Four other children go in and invite four others to play (first verse repeated) ; the 



EDUCATIONAL GYMNASTIC PLAY yy 



invitation is accepted (second verse repeated). The third verse is sung again, 
substituting the word eight for "■ four," while the eight children play. The eight 
children then join hands and walk round inside the circle singing the last verse; 
the others answer, "Yes, we will go with you," etc., while the eight return to 
their places. The play ends by all the children dancing round together to the 
music, without singing. 

DANCING PLAY. 
"A Partner so Merry." 

The children form in two groups. During the singing of the first 
verse the children in one group choose partners from the other and polka 
round the room. While the second verse is being sung, the children 
escort their partners to their places. 

For words and music, see "Songs for Little Children," Part II., by 
Eleanor Smith, Milton Bradley Co. 

Note. — Children should never sing while exercising vigorously. When it is 
desirable for the words to accompany the motion, the teacher only should sing. 



MISCELLAIS^EOUS EXERCISES. 

These exercises, which cannot be classified under an}^ special head, 
may be used when the particular effect that they give is desired ; for 
example, "Skipping Rope," when attention flags; '^Chopping Down a 
Tree," when there is superfluous energy to be worked off ; or " Coachmen 
Warming Themselves," before the lesson on a cold morning. The action 
in most of them is too well known to require much description. 

Chopping Dow^n a Tree. 
Grasp the imaginary axe firmly and swing it vigorously toward the 
left several times ; repeat the same number of times to the right. 

The Snowstorm. 
Lift the arms forward and upward as high as the head, palms of the 
hands down ; let the arms float from side to side, sometimes crossing each 
other, and coming gradually down, each finger moving separately and 
rapidly all the time. 

1'hrowing Snow^balls. 
Throw the play balls out well from the shoulder, and throw as often 
with the left hand as with the right. 

Coachmen, or Other Outdoor Workers, Warming Themselves. 
Lift the arms sideways, palms of hands forward, and fling the arms 
across each other and the chest. 

Skipping Rope. 
Running in place, w^hile turning an imaginary skipping rope. 

Rolling Hoops. 
Run on the toes, striking the play hoops with imaginary sticks. 

81 



82 EDUCATIONAL GYMNASTIC PLAY 

Flying Kites. 

Each child makes the motion of letting out the string of his kite, 
then runs, looking up and back to see how the play kite is flying. 

Cat Walking. 

Bend the knees a little and walk with long steps, putting the feet 
down very softly. 

The Rocking Horse. 

Have the hands out in front as if holding the reins of the horse ; 
place one foot forward and rock backward and forward so that the weight 
is first on one knee, then on the other ; the knees bend alternately as the 
weight falls on them ; repeat the exercise with the other foot forward. 

Beat Drums. 

Toot Trumpets. 

Spin Tops. 



EXAMPLES OF TABLES OF EXERCISES. 

In giving these exercises to the children do not use the technical 
name, but the play name of the action which they are about to represent. 

I. 

For the first day of gymnastics we recommend a few representations 
of objects or actions which are familiar to every child, such as the 
following : 

1. Commencing Positions No. 2 (a). 

2. Commencing Positions No. 4 (b). 

3. Balance Movements No. 2. 

4. Arm Movements No. 5. 

5. Trunk Sideways- flexions, No. 2 (a). 

6. Games, " Skipping Play " 

7. Breathing Exercises No. 1. 

II. 

The children should be sufficiently advanced by January to take this 
table of exercises. 

Before the children leave their seats for gymnastics the teacher tells 
a story of which the following is an outline : 

One afternoon Frank and Mary went shopping with mother. There 
were no seats for them in the car, so they stood with feet apart to keep 
from falling over. They went into a store where there were long counters 
covered with pretty things. Then they went across to another larger 
store, and the street was so muddy they had to take long steps and keep 
on their toes going over. In this store they went up and down in the 
elevator, and mother bought a beautiful fan for Aunt Mar^^'s birthday 
present. They went to the furniture department and there they saw some 
turning chairs which they sat down in and played being papa at his office, 

83 



84 EDUCATIONAL GYMNASTIC PLAY 

while mother looked at some of the other things. They walked home and 
passed a toy shop on the way, in the window of which was a beautiful, 
steamboat, and near their home they saw some sparrows hopping about 
the street. Mother said that they would have time for one game before 
supper, and when that meal was over they yawned and stretched them- 
selves, said ^' Grood-night," and went to bed. 

The children then represent the principal objects in the story through 
the following exercises. 

1 . Commencing Positions No. 5 (6) . 

2. Arm Movements No. 13 (c). 

3. Balance Movements No. 9 (c). 

4. Arm Movements No. 17. 

5. Balance Movements No. 13. 

6. Trunk Rotations No. 6. 

7. Marching. 

8. Trunk Sideways-flexions No. 4. 

9. Jumping No. 5. 

10. Games, " Ball and Bean Bag Game." 

11. Breathing Exercises No. 2. 

III. 

The Picnic. 

An advanced lesson to use toward the end of the year. 
Story Outline, 

Some cliildren went with their mothers out into the country to have a 
picnic; they went in the electric car and then walked a short distance. 
They stopped to look over a high fence at some cows grazing in a field ; 
noticed the roots of a large tree which stretched out above the ground, 
and rested for a few moments under the swaying branches of the tree. A 
carriage, drawn by a fine pair of horses, passed them on the way. Arrived 
at the picnic grounds, they went out rowing on the pond, and saw a 
weather-vane on the steeple of a country church; they landed on another 
part of the shore, bent down a small tree to get some blossoms, and then 



EDUCATIONAL GYMNASTIC PLAY 85 

watched the birds drinking at the edge of the pond. After returning to 
the picnic grounds the}^ had dinner, and later pUiyed leap-frog ; then they 
all joined in a singing game, and as they were pretty tired, their mothers 
told them to take a good stretch before starting to walk to the car. 

The Exercises. 

1. Marching round the room. 

2. Balance Movements No. 1. 

3. Commencing Positions No. 6 {h) . 

4. Arm Movements No. 12. 

5. Balance Movements No. 21 {h). 

6. Arm Movements No. 28. 

7. Trunk Rotation No. 7. 

8. Trunk Sideways-tiexions No. 9. 

9. Head Movements No. 3. 

10. Jumping No. 15. 

11. Games, " Come Out to Play. 

12. Breathino- Exercises No. 3. 



A FEW BOOKS AND ARTICLES BEARING ON THE SUBJECT' 
OF EXERCISE FOR LITTLE CHILDREN. 

Special Kinesiology of Educational Gymnastics. — Baron Nils Posse, M. G. 

Hand-book of School Gymnastics. — Baron Nils Posse, M. G. 

Physical Education by Muscular Exercise. — Lather Halsey Gtilick, M. D. 

Symbolic Education. — Susan E, Bloiv. 

Froebel's Educational Laws for all Teachers. — James L. Hughes. 

Songs and Music of Froebel's Mother Play. — Prepared by Susan E. Blorc. 

Physical Exercises for Youngest Children, in Primary Education, Sep- 
tember, 1902, to June, 1903. — Fanny L. Johnson. 

Marching in tiie Kindergarten, in Kindergarten Revieiv, March, 1904. — 
Fanny L. Johnson. 

Gymnastic Basis of Kindergarten Games, in Posse Gymnasium Journal, 
May, 1897. — Baron Posse. 

The Value of Games, in Posse Gymnasium Journal, March. 1903. — 
Baroness Pose Posse. 

Devices, in American Physical Education Mevieiv, September, 1903. — 
Mabel Pray. 

The New Physical Training for Children, in The Delineator, March. 1904 
— M. Wilma Sullivan. 

87 



INDEX TO ABBREVIATIONS. 



A.^iarm. 

abd. =r abduction . 

add. ^= adduction. 

alt. := alternate. 

backw. =r backward. 

bal.=balance. 

cr.rrr crook. 

elev.= elevation. 

ext.= extension. 

F.=foot. 

flex, reflexion. 

flg.zz: flinging. 

forw.rz: forward. 

fund.3=fundamental. 

gr.:=grasp. 

H.r=head. 

hg.^hang. 

kn.r=:knee. 

L.=leg. 

ly.i=lying. 

88 



prep. = prepare. 

resp . z= respiration . 

rot. = rotation. 

sldew . := sideways . 

sitt.i= sitting. 

St. nr standing. 

std.= stride. 

str.z= stretch. 

sup. = support. 

swim. := swimming. 

T.= trunk. 

upw.=upward. 

w.=with. 

wg.i=wing. 

Avlk. = walk. 

yd. r= yard. 

^z=half — only one limb takes the 

position following this sign. 
2=double — indicates that the limbs 

assume symmetrical position. 



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